Dataset Information

Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study.

ABSTRACT: After articulating 12 concepts for the reasoning component of citizen-level science literacy and restating these as assessable student learning outcomes (SLOs), we developed a valid and reliable assessment instrument for addressing the outcomes with a brief 25-item science literacy concept inventory (SLCI). In this paper, we report the results that we obtained from assessing the citizen-level science literacy of 17,382 undergraduate students, 149 graduate students, and 181 professors. We address only findings at or above the 99.9% confidence level. We found that general education (GE) science courses do not significantly advance understanding of science as a way of knowing. However, the understanding of science's way of knowing does increase through academic ranks, indicating that the extended overall academic experience better accounts for increasing such thinking capacity than do science courses alone. Higher mean institutional SLCI scores correlate closely with increased institutional selectivity, as measured by the institutions' higher mean SAT and ACT scores. Socioeconomic factors of a) first-generation student, b) English as a native language, and c) interest in commitment to a science major are unequally distributed across ethnic groups. These factors proved powerful in accounting for the variations in SLCI scores across ethnicities and genders.

SUBMITTER: Nuhfer EB

PROVIDER: S-EPMC4798799 | biostudies-literature | 2016 Mar

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study.

Nuhfer Edward B EB Cogan Christopher B CB Kloock Carl C Wood Gregory G GG Goodman Anya A Delgado Natalie Zayas NZ Wheeler Christopher W CW

Journal of microbiology & biology education 20160301 1

After articulating 12 concepts for the reasoning component of citizen-level science literacy and restating these as assessable student learning outcomes (SLOs), we developed a valid and reliable assessment instrument for addressing the outcomes with a brief 25-item science literacy concept inventory (SLCI). In this paper, we report the results that we obtained from assessing the citizen-level science literacy of 17,382 undergraduate students, 149 graduate students, and 181 professors. We address ...[more]

PMID: 27047612

Similar Datasets

Project description:BackgroundDisaster citizen science, or the use of scientific principles and methods by "non-professional" scientists or volunteers, may be a promising way to enhance public health emergency preparedness (PHEP) and build community resilience. However, little research has focused on understanding this emerging field and its implications for PHEP. To address research gaps, this paper: (1) assesses the state of disaster citizen science by developing an inventory of disaster citizen science projects; (2) identifies different models of disaster citizen science; and (3) assesses their relevance for PHEP.MethodsWe searched the English-language peer-reviewed and grey literature for disaster citizen science projects with no time period specified. Following searches, a team of three reviewers applied inclusion/exclusion criteria that defined eligible disasters and citizen science activities. Reviewers extracted the following elements from each project: project name and description; lead and partner entities; geographic setting; start and end dates; type of disaster; disaster phase; citizen science model; and technologies used.ResultsA final set of 209 projects, covering the time period 1953-2017, were included in the inventory. Projects were classified across five citizen science models: distributed or volunteer sensing (n = 19; 9%); contributory (n = 98; 47%); distributed intelligence (n = 52; 25%); collaborative research (n = 32; 15%); and collegial research (n = 8; 4%). Overall, projects were conducted across all disaster phases and most frequently for earthquakes, floods, and hurricanes. Although activities occurred globally, 40% of projects were set in the U.S. Academic, government, technology, and advocacy organizations were the most prevalent lead entities. Although a range of technologies were used, 77% of projects (n = 161) required an internet-connected device. These characteristics varied across citizen science models revealing important implications for applications of disaster citizen science, enhancement of disaster response capabilities, and sustainability of activities over time.ConclusionsBy increasing engagement in research, disaster citizen science may empower communities to take collective action, improve system response capabilities, and generate relevant data to mitigate adverse health impacts. The project inventory established a baseline for future research to capitalize on opportunities, address limitations, and help disaster citizen science achieve its potential.

Project description:Wild penguins are facing increased threats to their populations and their welfare as a consequence of human activities. Understanding the perception of animal welfare is essential to identify ethical concerns related to the negative impact of anthropogenic factors on wild species and to guide conservation efforts that reflect societal values. Since penguin conservation is of general interest, we examined the human dimension of welfare assessment across a range of interest groups concerned with penguins, seabird biology and wildlife conservation. We provided participants with a Penguin Welfare Assessment Tool (PWAT) based on the five domains model. The PWAT supports consideration of the impact of four physical aspects on welfare-relevant mental states. Bibliometric analysis of keywords from 347 scientific articles indicated that penguins around the world face five main types (themes) of anthropogenic factors and we then developed five hypothetical scenarios, each related to one theme. Seventy-five participants scored the overall impact of the events described in the scenarios on penguin welfare as negative using the PWAT. Participants rated short-duration, high-intensity events (i.e., being trapped in a ghost fishing net) as having a significantly more severe impact on penguin welfare than low-intensity, long-duration events (P < 0.0001). Scores provided by participants for each domain for each scenario were largely as expected and we found good correlation (all P < 0.0001) between the physical domains and "mental state" for all scenarios, indicating that the tool was facilitating the participants' assessment of welfare. No evidence was found that experience of working or studying penguins, or indeed any other demographic factor investigated, influenced the assessments of welfare. We found little agreement between participants in the scores provided (unalike scores mostly between 0.7 and 0.8), and agreement between participants with experience of working with penguins was no better than between participants without such experience. We discuss the possibility that low agreement within different interest groups may be improved by providing more scientific information to support the evaluation of penguin welfare. We conclude that scientific knowledge of penguin biological responses to anthropogenic factors is vital to support the evaluation of wild penguin welfare by the public and other stakeholders.

Dataset Information

Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study.

Publications

Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets